Stimulus ->

1. Behaviorism Stimulus -> -> Response

2. What’s inside the black box? ? Stimulus -> -> Response

3. Behaviorism Simple Associations: Push gas (stimulus), car goes (response)

4. Information Processing Let’s build a model of what goes on under the hood when you push the gas. Cognitive Revolution!

5. Assumptions of Cognitivism • Learning involves changes in your mental representations - doesn’t have to be a change in behavior. • Observable behavior is still important for studying learning in a scientific way. But now we are going to make inferences about the hidden mental process that may be affecting the behavior. • I.e., we’ll make theoretical models about what’s “under the hood,” propose theories based on the models, and then put the theories to the test.

6. Let’s Be Cognitive Theorists!

7. What Are Effective Ways of Learning? Advanced ideas

8. Factors Influencing Memory

9. Control Processes Rehearsal Association, Meaning Sensory Register Working Memory Long-term Memory Recall Model of Information Processing Attention

10. UT site Sid’s web page My web page Internet as a metaphor for Long Term Memory

11. Elaborate, organized network of knowledge Deep understanding/ Personalized knowledge Memorization Internet as a metaphor for Long Term Memory Information B Information A

12. What would I. P. Theory have to say about this situation?

13. Advantages of a Rich Network • Information will be stored more effectively in long-term memory so that it will be able to be retrieved in the future. • You won’t forget it immediately after the exam! • You will create a flexible knowledge structure that will allow you to apply what you learn in complex, real-world situations (i.e. “transfer”). • Imagine that! Being able to actually apply what you learn!

14. What Metaphor Can You Come Up with to Represent Effective Learning? • My Examples: • Effective learning is like a website with lots of links. • Effective learning is like seeing the picture instead of the individual dots.

15. Implications It's all about the network

16. “It’s all about the network” • The network can include the following: • Prior knowledge • Other new ideas • Personal experience • Emotions • Sensory representations (auditory, visual, kinesthetic)

17. “It’s all about the network” • The network needs to be: • Integrated • Connected ideas/experience; cross-cutting themes • Elaborate • Many connections; crisscrossing the landscape • Organized • Big ideas; patterns • Meaningful • Personalized connections

18. Bad Studying: Psychologize = blah, blah, blah Transformative Experience = blah, blah, blah Ideas = blah, blah, blah Good Studying (brace yourself):

19. Expansion of Perception C.P. Context Motivated Use Expansion of Value Your Experience Trans-formative Exp. Past Classes Guide to Experience The curriculum Dead Poets Society The Map Experience Newton, Mozart, etc. Map Analogy Re-seeing Explorers Psychologize Teacher Metaphor Dewey Model & Scaffold Student Sugar Coat Art “Ideas” “Classics” Instruction Concepts Enrich Exp.

20. Building Integrated Knowledge Structures • “Crisscrossing the landscape” • To really get to know a city, you should crisscross it from multiple directions, modes of transportation, etc. • Applied to learning, study the same content from multiple: • Perspectives • Representations • Directions • Learn content in an integrated way with crosscutting themes.

21. Goals Behaviorism Prior Kg. Role of Individual Information Processing Instruction Building Integrated Knowledge Structures Dewey

22. Let’s revisit our initial ideas about effective learning. Have they changed? • Make an updated list of effective and ineffective study strategies.

23. The True Power of Learning is Unlocked When We Teach Students to Monitor Their Learning and Use Effective Strategies • This is know as fostering metacognition.